About the School of Education

Welcome to the School of Education

PlaceholderThe School of Education enjoys a long and rich history of preparing teachers and other educational professionals that is well established in the community, state, and at the national level. Beginning in 1869 as St. Cloud State Normal School, the focus on teaching and learning was a hallmark of our existence and continues to be prominent in our mission.

We are proud of our programs at both the undergraduate and graduate levels in teaching, educational leadership, information media, and higher education, Today, we have about 50 faculty members teaching in a variety of disciplines helping to prepare our students for successful careers in teaching, leadership and other education-related fields.

Contact

School of Education
St. Cloud State University
720 4th Avenue South
St. Cloud, MN 56301-4498
(320) 308-3023
Fax: (320) 308-4237
soe@stcloudstate.edu

Dean: Osman Alawiye

Mission

The School of Education strives to create an environment where all participants are critical, creative thinkers, lifelong learners, and global citizens who advocate and work for justice and equality as they pursue their various roles.

 

 

 

 

 

 

School of Education Conceptual Framework

The Educator as Transformative Professional

The School of Education strives to create an environment where all participants are critical, creative thinkers, problem-solvers, life-long learners, and global citizens who advocate and work for justice and equality as they pursue their professional roles. We organize the above crucial roles of educators in terms of transformations, of ideas/information, individuals, intermediate social institutions (e.g., schools, school districts, communities), and the larger social environment. These transformative philosophies, goals and institutional standards are organized around the theme of the Transformative Professional.

We believe that teaching and learning is made of significant transformations that fundamentally alter individuals and social institutions. Incremental change as measured by formal testing reflects only incomplete aspects of the changes wrought by the formal and informal interactions (with people, ideas, text and media) that characterize excellent education.

We believe that currently understood effective practices can be acquired by candidates. Education in the unit is seen as holistic, yet we believe that by subdividing pertinent discussions via the Conceptual Framework, candidates have a better chance of understanding education's complexities. Finally, while we believe that candidates can and should learn specific information related to their disciplines, and to teaching, we also want to inculcate in them a respect for the dynamism of information and a vigorous skepticism about the permanence of current policies and conceptualizations in the field.

Teacher Education Programs

Departments and colleges in the university develop major and minor programs for teacher education (Bachelor of Science degree) which meets the Minnesota State Department of Education standards, Minnesota Statutes, Board of Teaching standards, and Minnesota Board of Education regulations. After approval by appropriate college and university committees and/or councils, the programs are forwarded to the Minnesota Board of Teaching through the Dean of the School of Education. All teacher education programs have been approved by National Council for Accreditation of Teacher Education (NCATE). When students successfully complete an approved program and apply for a Minnesota teaching license, the Office of Records and Registration verifies program completion. The School of Education recommends the graduate for the appropriate license. This approved teacher education program procedure for licensure is similar to that found in other states.

Students pursuing licensure programs have major responsibility for making certain that they meet concomitant and/or antecedent requirements as well as the academic program requirements for the licensure they seek.

Legislation enacted in 1985 required the Minnesota Board of Teaching to adopt examinations for assessing skills in reading, writing, and mathematics for teachers licensed under Board authority and to adopt rules for implementation and ongoing administration of licensure tests. In addition, Minnesota Statute 122A.09(e) requires the Minnesota Board of Teaching to adopt general pedagogy and content tests for teacher licensure (Praxis II-Content/PLT). Effective September 1, 2001, all candidates applying for their first Minnesota teaching license will also be required to complete the adopted examinations in general professional knowledge and examinations in specific content fields.

Effective September 1, 2010, MTLE replaced Praxis as the means by which basic skills, content and pedagogical knowledge are assessed.   (Revised 9/2009, Minnesota Board of Teaching; http://education.state.mn.us).


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